Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 1st Term
Week: 4
Age: 15 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Music
Previous Lesson: Transcription: Pitch, Punctuation and Rest Signs.
Topic: Intervals.
Subject Matter: Meaning of intervals using random musical notes, identifying intervals on a keyboard, sixth interval, seventh interval, octave interval.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define a musical interval.
Identify sixth, seventh, and octave intervals when presented with musical notes or on a keyboard.
Write examples of sixth, seventh, and octave intervals.

Affective Domain:

Appreciate the importance of intervals in understanding musical harmony and melody.
Show interest in exploring different types of musical intervals.

Psychomotor Domain:

Demonstrate the identification of intervals on a keyboard or keyboard chart.
Draw or represent sixth, seventh, and octave intervals on a musical staff.

Collaborate with peers to identify and verify different musical intervals.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Music (Senior Secondary Education).
State Unified Scheme of Work for Music SSS 1.
Adegbite, A. (2010). Fundamentals of Music Theory for Senior Secondary Schools. University Press PLC.
https://www.musictheory.net/lessons/12
https://www.teoria.com/en/exercises/int.php

Instructional Materials

The teacher will teach this lesson with the aid of:

Keyboard or keyboard chart.
Interval charts.
Note flashcards.
Chalkboard and chalk.

Rationale for the Lesson

Understanding musical intervals helps pupils to grasp how notes relate to each other in melodies and harmonies. This knowledge is important for developing a deeper appreciation of music structure and for practical applications in playing instruments or composing.

Prerequisite/Previous Knowledge

Pupils are expected to have basic knowledge of musical notes, the musical staff, and perhaps simple scales and smaller intervals (e.g., unison, second, third, fourth, fifth).

Lesson Content/Board Summary

Intervals

Meaning of Intervals

An interval in music is the distance or difference in pitch between two musical notes. It is measured by counting the number of scale steps between the two notes, including both the starting and ending notes.

Identifying Intervals on a Keyboard

To identify an interval on a keyboard, one counts the number of white keys (diatonic steps) between the two notes, including the keys for both notes. For example, from C to E is a third because C, D, E are three steps.

Types of Intervals

The following are some types of intervals:

Sixth Interval: A sixth interval spans six diatonic scale steps. For example, from C to A (C-D-E-F-G-A) is a sixth.
Seventh Interval: A seventh interval spans seven diatonic scale steps. For example, from C to B (C-D-E-F-G-A-B) is a seventh.
Octave Interval: An octave interval spans eight diatonic scale steps, representing the same note at a higher or lower pitch. For example, from C to the next higher C (C-D-E-F-G-A-B-C) is an octave.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and reviews the previous lesson briefly. The teacher then asks pupils what they understand by “distance” in everyday life, then relates it to the distance between sounds in music.
Pupils’ Activity: Pupils respond to questions and listen attentively.
Learning Point: Pupils recall previous knowledge and are prepared for the new topic.

Step 2: Presentation of Lesson Content – Meaning of Intervals

Time: 10 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher introduces the topic “Intervals” and defines what a musical interval is, using simple language. The teacher uses the keyboard or a keyboard chart to demonstrate simple intervals (e.g., C to D, C to E) as a visual aid.
Pupils’ Activity: Pupils listen, take notes, and observe the demonstration on the keyboard or chart.
Learning Point: Pupils understand the definition of a musical interval and how to identify it visually.

Step 3: Explanation of Interval Types (Sixth, Seventh, Octave)

Time: 10 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher explains and demonstrates the specific intervals of the sixth, seventh, and octave. For each interval, the teacher names the starting and ending notes (e.g., C to A for a sixth) and counts the scale steps on the keyboard or chart. The teacher also shows examples of these intervals written on the chalkboard.
Pupils’ Activity: Pupils listen, observe the demonstrations, and copy examples from the chalkboard into their notebooks.
Learning Point: Pupils learn about specific types of intervals and how they are counted.

Step 4: Practical Identification of Intervals

Time: 7 minutes
Teaching Skill: Practical Application/Guided Practice
Teacher’s Activity: The teacher provides various pairs of notes using note flashcards or by playing them on the keyboard. The teacher guides pupils to identify whether the interval is a sixth, seventh, or octave. The teacher encourages pupils to count the steps themselves.
Pupils’ Activity: Pupils actively participate, identify intervals orally, and practice counting steps.
Learning Point: Pupils develop practical skills in identifying intervals.

Step 5: Group Activity/Collaborative Learning

Time: 5 minutes
Teaching Skill: Group Work/Facilitation
Teacher’s Activity: The teacher divides pupils into small groups and provides each group with interval charts or a mini-keyboard. Each group is given a task to identify a set of intervals, including sixth, seventh, and octave, and to write them down.
Pupils’ Activity: Pupils work collaboratively in their groups to identify and write down the given intervals. They discuss and verify their answers.
Learning Point: Pupils reinforce their understanding through peer interaction and practical application.

Step 6: Teacher’s Summary

Time: 3 minutes
Teaching Skill: Summarisation/Recapitulation
Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, reiterating the definition of an interval and the characteristics of sixth, seventh, and octave intervals. The teacher clarifies any misconceptions.
Pupils’ Activity: Pupils listen and ask questions for clarification.
Learning Point: Pupils consolidate their understanding of the lesson.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define a musical interval.
How do you identify an interval on a keyboard?
Give an example of a sixth interval.
What is an octave interval?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Assignment/Closure
Teacher’s Activity: The teacher commends the pupils for their participation and assigns homework: “Draw a musical staff and write two examples each of a sixth, a seventh, and an octave interval.” The teacher then dismisses the class.
Pupils’ Activity: Pupils copy the homework assignment and prepare to leave the classroom.
Learning Point: Pupils have an opportunity to practice the learned concepts independently.

Lesson Keywords

Interval – The distance in pitch between two musical notes.
Sixth Interval – An interval spanning six diatonic scale steps.
Seventh Interval – An interval spanning seven diatonic scale steps.
Octave Interval – An interval spanning eight diatonic scale steps, representing the same note at a higher or lower pitch.
Diatonic – Relating to a musical scale with eight notes, including seven distinct pitches and an octave.

Differentiation

For pupils who grasp the concept quickly, the teacher can challenge them to identify intervals beyond the octave or to identify melodic vs. harmonic intervals. For pupils who are struggling, the teacher can provide more one-on-one guidance using the keyboard and simpler note examples, focusing on counting steps slowly and clearly.

Note for teachers using this lesson plan

Ensure the keyboard or keyboard chart is clearly visible to all pupils. Encourage active participation and hands-on practice. Vary the starting notes when demonstrating intervals to ensure pupils do not only associate intervals with C major.